Nurturing the Seeds of Sustainability Governance …
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a complementary way, guidelines were also drawn up for the incorporation of good
practices in daily operations in campuses. The heart of this document suggests:
(i) reducing ecological footprint through energy, water and resources efficiency in buildings
and facilities; (ii) adoption of sustainable purchasing practices in supply chain and catering
services; (iii) providing sustainable mobility options for students and teachers; (iv) adoption
of effective programs for waste minimization, recycling and reuse, and (v) promoting more
sustainable lifestyles (UN, 2012).
Therefore, sustainable higher education institution is one that demonstrates to
students how should one understand environmental degradation, as well as stimulate to seek environmentally sustainable technological solutions and practices while
sensitizing them to social injustices (Madeira 2008). On the other hand, according
to Avila et al. (2017), when a university seeks to implement sustainability initiatives
as part of its daily activities, a set of barriers are encountered, which need to be
addressed if the proposed activities are to yield the expected benefits.
3 Brazilian Case Study: Cefet/RJ
Celso Suckow da Fonseca Federal Center of Technological Education (Cefet/RJ) is an
autonomous institution of special regime linked to the Ministry of Education (MEC),
created by Law 6545 (June 30, 1978). Cefet/RJ contributed to human, scientific and
technological training of professionals in the state of Rio de Janeiro.
The purpose of Cefet/RJ is to qualify professionals in technological education,
at different levels and modalities of teaching, by various sectors of economy, as
well as perform applied research and promote technological development of new
processes, products and services, in close coordination with productive sectors and
society, especially at local and regional levels, providing mechanisms for continuing
education (Brasil 2005).
Since the expansion of Federal Network of Technical and Technological Education, Maracanã campus, located in Rio de Janeiro city, and other seven campuses
spread around Rio de Janeiro state: Angra dos Reis, Itaguaí, Maria da Graça, Nova
Friburgo, Nova Iguaçu, Petrópolis and Valença (Cefet/RJ 2017).
Cefet/RJ offers technical courses integrated to secondary, post-secondary, technological, undergraduate and post-graduate courses lato sensu and stricto sensu (masters and doctorate degree), both local and distance modalities. Given the diversity of
teaching levels in Cefet/RJ, it is important to observe at all levels the three dimensions that involve educational process in this Center—teaching, research and extension—when constructing a project aimed at the development of skills and abilities
of the human being (Cefet/RJ 2017).
It is also necessary to understand what refers to indissociability attributed to
teaching, research and extension pointed out in the Institutional Pedagogical Project
of Cefet/RJ (2010b), inasmuch as:
157
a complementary way, guidelines were also drawn up for the incorporation of good
practices in daily operations in campuses. The heart of this document suggests:
(i) reducing ecological footprint through energy, water and resources efficiency in buildings
and facilities; (ii) adoption of sustainable purchasing practices in supply chain and catering
services; (iii) providing sustainable mobility options for students and teachers; (iv) adoption
of effective programs for waste minimization, recycling and reuse, and (v) promoting more
sustainable lifestyles (UN, 2012).
Therefore, sustainable higher education institution is one that demonstrates to
students how should one understand environmental degradation, as well as stimulate to seek environmentally sustainable technological solutions and practices while
sensitizing them to social injustices (Madeira 2008). On the other hand, according
to Avila et al. (2017), when a university seeks to implement sustainability initiatives
as part of its daily activities, a set of barriers are encountered, which need to be
addressed if the proposed activities are to yield the expected benefits.
3 Brazilian Case Study: Cefet/RJ
Celso Suckow da Fonseca Federal Center of Technological Education (Cefet/RJ) is an
autonomous institution of special regime linked to the Ministry of Education (MEC),
created by Law 6545 (June 30, 1978). Cefet/RJ contributed to human, scientific and
technological training of professionals in the state of Rio de Janeiro.
The purpose of Cefet/RJ is to qualify professionals in technological education,
at different levels and modalities of teaching, by various sectors of economy, as
well as perform applied research and promote technological development of new
processes, products and services, in close coordination with productive sectors and
society, especially at local and regional levels, providing mechanisms for continuing
education (Brasil 2005).
Since the expansion of Federal Network of Technical and Technological Education, Maracanã campus, located in Rio de Janeiro city, and other seven campuses
spread around Rio de Janeiro state: Angra dos Reis, Itaguaí, Maria da Graça, Nova
Friburgo, Nova Iguaçu, Petrópolis and Valença (Cefet/RJ 2017).
Cefet/RJ offers technical courses integrated to secondary, post-secondary, technological, undergraduate and post-graduate courses lato sensu and stricto sensu (masters and doctorate degree), both local and distance modalities. Given the diversity of
teaching levels in Cefet/RJ, it is important to observe at all levels the three dimensions that involve educational process in this Center—teaching, research and extension—when constructing a project aimed at the development of skills and abilities
of the human being (Cefet/RJ 2017).
It is also necessary to understand what refers to indissociability attributed to
teaching, research and extension pointed out in the Institutional Pedagogical Project
of Cefet/RJ (2010b), inasmuch as: